Stroop Effect vs. Warped Stroop Effect

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Broad Question

Will the stroop effect still happen if the words are warped?

Specific Question

Will it take kids longer to read the normal or warped stroop effect?

Variables

Independent Variable: Stroop Type

Dependent Variable: Time (min)

Variables That Need To Be Controlled: Same words, same place, same people testing normal and warped.

Hypothesis

I Hypothesize that the kids will have an easier time reading the warped stroop effect.

Graph of Hypothesis

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Experimental Design

I will conduct my experiment in the library at school, at one of the tables. There will be twenty people involved in this experiment. Their rolled are to read the normal stroop effect, and the warped stroop effect, while I time them. I will need to complete twenty trials in order to have enough information, and make a reliable conclusion.While I am conducting my experiment, I will record all of my information into a spreadsheet. As I conduct my experiment I will be holding up the index cards as the timer is going. I will write down the time for the warped stroop effect test, and the regular stroop effect test.

Materials List

1. Colorful markers
2. Index Cards
3. 20 different people
4. Stop Watch
5. Paper
6. Pencil

Detailed Procedure

1. Come to school
2. Go to Library
3. Sit at a table with one person
4. Have the person that's sitting down with you read the index cards you are holding in front of him/her
5. Record how long it takes (with stop watch) for the person to read the index cards
6. Stop the stop watch when that person is done reading the index cards.
7. Record the time on the spreadsheet
8. Repeat steps 2-7, with the person, except using the warped stroop effect
9. Repeat steps 1-8 with each person until you have tested twenty people.
10. Record all of the information on the data table.

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Background Research

1.In the stroop effect, the words themselves have a stronger influence over the ability to say the color. There are two theories to the stroop effect. There’s the Speed of Processing Theory: When interference occurs because words are read faster than the colors are named. There is also the Selective Attention Theory: When the interference occurs because naming colors requires more attention than reading the words. This test is known to work better on smaller children then older people because smaller kids will just name the colors, and wont read the word because they don’t know how to read.
2.When you look at the words that you are using for the stroop effect then you are tempted to read the words and not the color, because that’s easier for you to do. If those two pieces of evidence are in conflict, you have to make a choice. Because the experience has taught you to read the word, and not the color of the word it is written in. The interference effect suggests you’re not always not in complete control of what you pay attention too.
3.The stroop effect describes an experiment about the time it takes to name the color of printed words. When you try to name the color in which color words are printed, it takes longer when the color word differs from the ink color than what the color word is the same as the ink color. The goal of the warped stroop effect is to see if manipulations of words (rotation, mirror reversal, bending into circled) can eliminate the stroop effect.
4.Your brain is one of the most vital organs in your body. It acts as a control center that directs all the other parts, allowing you to move, solve problems, remember, and feel. The brain is linked to the rest of the body through a network of nerves. Trying to figure out how to read the color of the ink of the stroop effect verses the word that it is written in, that involves using the brain. Two thirds of all the information in your brain arrives via of your eyes. As well as giving vital information about your surroundings and other people, vision also allows you to absorb information in the form of words, pictures and diagrams. Your brain is made up of billions of nerve cells, all connected to one another. The outer layer of the brain, called the cerebral cortex, is wrinkled like a shell of a walnut, so that even more brain cells can fit in. The cerebral cortex allows you to think, remember an make conscious movements.

References

1.Chudler, Eric H. "Neuroscience For Kids." ScienceBuddies.com. n.p., n.d. Web. 30 Jan. n.d. <http://faculty.washington.edu/chudler/words.html>.

2.Chudler , E. "Warped Words and the Stroop Effect." ScienceBuddies. n.p., 18 Sept. 2007. Web. 20 Jan. 2012

3.Green, Jen. Brain and Senses. Mankato, MIN: Aladdin Books, 2006. Print.

4.MacLeod , Collin M. "Interferece:The Stroop Effect." American Psychological Association. n.p., n.d. Web. 19 Jan. 2012. <http://www.apa.org/science/resources/stroop.aspx>.

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Results

Data Table

Graphs

Photos

Data Analysis

Conclusion

The original purpose of this experiment was to see if it was harder to say the warped stroop effect or to say the regular stroop effect. To some people it was easier to say the warped than the regular, but to others, it was the other way around. The hypothesis was right and the regular stroop effect was harder to say than the warped stroop effect. The results of this experiment were that it was harder by two seconds to say the regular stroop effect than it was to say the warped stroop effect, probably because when the stroop effect is warped all one sees is the color of the ink and that makes it easier to say, but when you have the regular stroop effect you read the word instantly, without noticing the color of the word, to you say the word, not the color.

Discussion

My hypothesis was that the regular stroop effect was going to be harder than the warped stroop effect. My results support my hypothesis because the stroop effect was actually harder to read than the warped stroop effect. There is a relationship between the independent and dependent variable because the type of stroop effect impacts the time it takes to read the tests. Some patterns and trends that my data shows are that some people found both of them easy, and some of them think it was very hard. All the people I tested got around the same number. I think the tests I did went smoothly with minor problems because everybody I tested cooperated with a few issues. The students tested listened to the directions. They didn’t have a problem knowing what to do, until it came down to reading the flash cards I had. This is because they have never done a stroop effect test before.

If I could improve my experiment I would test more people and make sure they understand exactly what they’re doing before I start timing them. An interesting future study might involve using a lot more colors in the both tests, including more flash cards and testing them on more colors.

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Discussion